This paper describes a self-study by a beginning teacher educator who seeks to cultivate reflective practices for herself and for her students. A practical inquiry into her teaching provides insights about what it means to become a teacher educator. She initiates a pedagogy of reflective practice by introducing teacher candidates to reflective practices, by guiding these practices across the teacher education program, and by engaging in regular self-reflective practices across the year. Analyses reveal how this self-study contributes to a teacher educator's cycle of learning and changing practices.
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